The Causal Model of Teachers’ Well-being at Private Universities in Henan Province, China

บทคัดย่อ

This study investigated the critical factors influencing the psychological health of educators in the highly competitive private higher education sector. Specifically, this article aimed to 1) validate the constructs of organizational culture, organizational support, work engagement, self-efficacy, and teachers’ well-being in private universities in Henan Province, China; and 2) analyze the causal relationships among these variables. Employing a quantitative research design, data were collected from full-time teachers across five private universities in Zhengzhou (N=408) through a self-structured questionnaire. The measurement model was validated using confirmatory factor analysis, confirming the reliability and validity of all constructs without excessive statistical redundancy. The proposed causal model was tested using structural equation modeling (SEM). Results revealed that both organizational culture and organizational support had a significant positive impact on teachers’ well-being. Furthermore, organizational culture and organizational support had considerable positive effects on work engagement and self-efficacy. Crucially, the structural model demonstrated that work engagement and self-efficacy exerted a significant direct positive effect on teachers’ well-being. Findings of the mediation analysis confirmed that self-efficacy and work engagement served as significant mediators between organizational factors and teachers’ well-being. Moreover, a sequential mediation path was identified, illustrating that institutional resources bolstered self-efficacy, which subsequently enhanced work engagement, ultimately leading to improved teachers’ well-being. In conclusion, this study provided empirical evidence that fostering a supportive organizational culture and enhancing internal psychological resources were vital strategies for sustaining teachers’ well-being in private universities.